Spark: UAL Creative Teaching and Learning Journal

Writing and attainment in creative arts curricula: Establishing and interpreting a new evidence base

Alexandra Lumley, Chris Lloyd

Abstract

This article presents initial analyses of degree attainment data, which reveal important questions surrounding writing for academic and other purposes in creative arts education. It reflects on phase one of an ongoing exploratory enquiry into the relationship between assessed writing and undergraduate attainment of first class and 2.1 as the final grade of the degree. Prompted by students’ increasing requests for support in ‘academic’ writing, this study was initiated within a project at the University of the Arts London, addressing the lower degree attainment levels of UK ethnic minority and International students compared with white British and home/EU students. By identifying genres within assessed writing and their impacts on students’ grades, the study revealed the complexity of writing as a factor in attainment in creative arts, suggesting areas for further enquiry.

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References

References

Camp, S. and Foster, K. (2008) ‘Hollowed-out genring as a way of purposefully embracing troublesome knowledge: Orientation and de-orientation in the learning and teaching of fine art’, Journal of Writing in Creative Practice, 11(1), pp.99–120. https://www.doi.org/10.1386/jwcp.11.1.99_1.

Coldstream, W. (1970) The structure of art and design education in the further education sector report of a Joint Committee of the National Advisory Council on Art Education and the National Council for Diplomas in Art and Design. London: HMSO.